基于语料库的城乡高中英语课堂教师反馈语的对比研究

发布时间：2018-02-16 09:24

本文关键词： 教师反馈语课堂互动英语课堂城乡高中差异　出处：《东北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：在高中英语课堂中,教师反馈语既是学生可理解性输入语言的重要来源,又能有效地促进学生的语言输出,从而起到促进教师与学生之间互动交际的效果。本研究旨在对城市教师和乡村教师的反馈语的异同展开研究和讨论,区分两种课堂反馈类型之间的相同与不同之处,并进一步探究有效教师反馈语的类型和策略。本文数据取自于含有二十节来自我国中南地区的城市及农村英语课堂的小型语料库。从中抽取了此语料库中的八节高中英语课,其中四节为城市教师的英语课堂话语,四节来自农村教师的英语课堂话语。统计分析了两种类型的课堂中教师反馈语的类型数量、频率,并通过实例说明其对课堂互动的影响。根据研究结果,本研究发现城市教师反馈语的使用量(48%)高于乡村教师反馈语的使用量(34%)。而且,通常被视为有效反馈策略的重述、诱导、引导自我纠错经常被城市教师使用,而乡村教师更倾向于使用简单表扬、重复加表扬和直接纠错。通过量化与质化相结合的研究方法,发现城市教师和乡村教师在使用课堂反馈语时,也有以下相似之处:教师都比较重视课堂反馈语的运用,不再是一味地进行语言知识的灌输讲解,而是能够通过对学生回答的给予反馈来不断推动课堂教学互动;简单表扬是教师使用频率最高的一种反馈方式;几乎所有教师都倾向于使用积极反馈语。总而言之,从分析结果来看,如果教师能使用多样化的有效的课堂反馈策略,那么就会促进学生的语言输出和课堂互动效果。根据以上发现,本文就提高教师课堂反馈语有效性提出几点建议:(1)教师不断反省自己的反馈话语,因为只有充分意识到自己使用反馈话语的偏好与习惯,才能有效提高反馈话语质量,促进课堂教学。(2)改进反馈方式,综合使用不同的反馈策略,为学生创造话语输出的机会。(3)教师应尽可能积极创设有意义的课堂对话情景,而不是使用机械的、无意义的问答和过于简单的反馈。(4)教师在提供反馈时关注学生的情感及学生对反馈的需求,进而更好地促进课堂互动。
[Abstract]:In high school English classroom, teacher feedback is not only an important source of comprehensible input language, but also an effective way to promote students' language output. The purpose of this study is to study and discuss the similarities and differences of feedback between urban and rural teachers, and to distinguish the similarities and differences between the two types of feedback. And further explore the types and strategies of effective teacher feedback. The data are taken from a small corpus of 20 urban and rural English classes from the central and southern regions of China. Eight senior high school English classes are extracted from the corpus. Among them, four are urban teachers' English classroom discourse, four are from rural teachers' English classroom discourse. Statistical analysis is made on the number and frequency of teacher feedback language types in the two types of classrooms. Based on the results of the study, it is found that the amount of feedback words used in urban teachers is higher than that in rural teachers. Moreover, it is usually regarded as a restatement of effective feedback strategies. Guiding self-correction is often used by urban teachers, while rural teachers tend to use simple praise, repeated praise and direct error correction. It is found that there are some similarities between urban teachers and rural teachers in using classroom feedback language: teachers pay more attention to the use of classroom feedback language instead of blindly inculcating language knowledge. It is the ability to continuously promote classroom teaching interaction by giving feedback to students' answers; simple praise is the most frequently used form of feedback by teachers; almost all teachers tend to use positive feedback. From the analysis results, if teachers can use a variety of effective classroom feedback strategies, it will promote students' language output and classroom interaction. This paper puts forward some suggestions on how to improve the effectiveness of teacher feedback. (1) Teachers constantly reflect on their feedback utterances, because only by fully aware of their preferences and habits of using feedback words, can the quality of feedback discourse be effectively improved. Promote classroom teaching. 2) improve feedback methods, use different feedback strategies synthetically, create opportunities for students to output discourse. Teachers should actively create meaningful classroom dialogue situations as far as possible, instead of using mechanical ones. Teachers pay more attention to students' emotion and students' demand for feedback in order to promote classroom interaction better.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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